will adopt
a whole-school approach from the beginning and use the schools'
professional training days. Headteachers will be directly involved
and will establish cross-departmental groups to plan a strategy
to support the development of practice in departments and classrooms.
The introduction of ideas to whole staffs tends, of necessity, to
emphasise generic principles and strategies. Teachers then need
considerable help to work out how these might be operationalized
in their particular subject contexts. The focus at the Cambridge
Sites will be on the institutional conditions and culture that support
the cross-departmental, cross-age group collaboration that will
be essential as teachers modify existing practices and preferences,
incorporate new practices, and then transfer them to colleagues.

c) The starting point for the Reading-Virtual EAZ mode of development
will be the creation of a web resource based around material on
learning how to learn equivalent to that used for in-service training
by the Kings and Cambridge Centres. Where the Internet is inappropriate
as a means of transfer, other mechanisms such as DVD will be used.
The schools involved in this mode of development will already be
at the leading edge in the use of ICT for networking between schools
and thus actively engaged in knowledge creation at this Level. The
project will seek to document what is involved as well as supporting
the further development from the expertise of the Reading team.